Please click on the titles for the link to the journal articles.
Teaching Group Work: Modeling Group Leader and Member Behaviors in the Classroom to Demonstrate Group Theory
Abstract
Training in group counseling typically includes an academic component, although little has been written about how to teach a group course except for what specific content should be included. This article suggests that while teaching group counseling courses, instructors can intentionally model effective group leader behaviors and use these behaviors and the students’ responses to them as powerful ways to augment the didactic material being taught about group dynamics and theory. Specific techniques and examples are included along with a discussion of the ethical implications of developing a task or training group component within a group counseling course.
Article · Oct 2011 · Academic medicine: Journal of the Association of American Medical Colleges
Article · Sep 2009 · Academic medicine: Journal of the Association of American Medical Colleges
Abstract
Research suggests that there are concerns about the neuropsychological functioning of physicians who undergo physician competency evaluation. Academic health center faculty often participate in the evaluation and remediation of these physicians. The purpose of this study was to compare the cognitive abilities between a group of physicians referred for competency evaluations and a control group. Using the MicroCog, a computerized neuropsychological screen originally designed for physicians, the authors compared the cognitive performance of 267 physicians referred for competency evaluations with a control group of 68 recruited physicians. Physicians referred for competency evaluations took the MicroCog as a part of their evaluation at CPEP, the national Center for Personalized Education for Physicians, from January 1997 to January 2004. The control group comprised practicing physicians whose competency was not in question. Compared with the control group, the competency evaluation group had a greater proportion of physicians with scores suggesting possible cognitive impairment and performed significantly lower on scores of processing speed, processing accuracy, and cognitive proficiency. The control group of physicians performed significantly better than the age- and education-corrected normative sample. Because there were significant neuropsychological differences between physicians referred for competency evaluations and physicians whose competency was not in question, it is important that neuropsychological screening be included as part of physicians’ competency evaluations.